Name: Listening Drill.

Name: Listening Drill.

Purpose: To train the student Hubbard consultant to listen.

Purpose: To train the student Hubbard consultant to listen.

Position: The coach and student Hubbard consultant sit facing each other comfortable distance apart.

Position: The coach and student Hubbard consultant sit facing each other comfortable distance apart.

Commands: None.

Commands: None.

Training Stress: To begin with the coach sits the student in the chair, sees to it the student understands what is to be done and says Start. The coach has a copy of the book "Alice in Wonderland" and from it he reads a phrase and gradually increases to a sentence or two. The stu­dent listens carefully and when the coach has finished reading he acknowledges. (The acknowl­edgment used may be Good, Fine, All right, Thank you or OK.) This cycle is repeated and peri­odically the coach should ask "What did I say?". The student should be able to repeat back what the coach has read. If he cannot he is flunked and the coach gives it to him again.

Training Stress: To begin with the coach sits the student in the chair, sees to it the student understands what is to be done and says Start. The coach has a copy of the book "Alice in Wonderland" and from it he reads a phrase and gradually increases to a sentence or two. The stu­dent listens carefully and when the coach has finished reading he acknowledges. (The acknowl­edgment used may be Good, Fine, All right, Thank you or OK.) This cycle is repeated and peri­odically the coach should ask "What did I say?". The student should be able to repeat back what the coach has read. If he cannot he is flunked and the coach gives it to him again.

When the coach is satisfied that the student is capable of listening well, he should then start talking to the student for 2 to 3 minutes on imagined study or post difficulties. The student is flunked for doing anything other than listening or acknowledging when the coach has finished talking. The student should know that when the coach is very cheerful and no longer has an imagined problem he should say "That is all!" and that would be the end of that subject being handled.

When the coach is satisfied that the student is capable of listening well, he should then start talking to the student for 2 to 3 minutes on imagined study or post difficulties. The student is flunked for doing anything other than listening or acknowledging when the coach has finished talking. The student should know that when the coach is very cheerful and no longer has an imagined problem he should say "That is all!" and that would be the end of that subject being handled.

The coach should then present a new imagined difficulty and that cycle completed.

The coach should then present a new imagined difficulty and that cycle completed.

The student is also flunked for nervousness, embarrassment, shifting in the chair, for doing anything distracting to the coach that would take his attention off what he was saying, plus not knowing and saying "That is all"—when the coach has become cheerful or saying "That is all" before the coach having brightened up has finished what he wants to say.

The student is also flunked for nervousness, embarrassment, shifting in the chair, for doing anything distracting to the coach that would take his attention off what he was saying, plus not knowing and saying "That is all"—when the coach has become cheerful or saying "That is all" before the coach having brightened up has finished what he wants to say.

The coach when he flunks the student should say, e.g. "Flunk!", "You coughed!", "Start!". This pattern is used as needed.

The coach when he flunks the student should say, e.g. "Flunk!", "You coughed!", "Start!". This pattern is used as needed.

The student is passed on this drill when he can sit quietly and listen. To end the period the coach says "That's it!".

The student is passed on this drill when he can sit quietly and listen. To end the period the coach says "That's it!".

History: Developed by L. Ron Hubbard in the early 1960's to help students to be able to listen. Revised in 1970 for the use of Hubbard consultant students.

History: Developed by L. Ron Hubbard in the early 1960's to help students to be able to listen. Revised in 1970 for the use of Hubbard consultant students.

Name: Two Way Communication in Training Drill.

Name: Two Way Communication in Training Drill.

Purpose: To train the student Hubbard consultant to do two way communication. To ask, listen and acknowledge.

Purpose: To train the student Hubbard consultant to do two way communication. To ask, listen and acknowledge.

Position: The coach and student Hubbard consultant sit facing each other a comfortable distance apart.

Position: The coach and student Hubbard consultant sit facing each other a comfortable distance apart.

Commands: Tell me about the difficulty you are having with apples.

Commands: Tell me about the difficulty you are having with apples.

Training Stress: The training stress is ask, listen and acknowledge. The coach answers the student's question with an imagined answer. The student listens and acknowledges when the coach has finished speaking. If the coach is not completely cheerful the student asks another question which must be about the imagined difficulty. e.g. "When did it start?" or "When were you doing well?"

Training Stress: The training stress is ask, listen and acknowledge. The coach answers the student's question with an imagined answer. The student listens and acknowledges when the coach has finished speaking. If the coach is not completely cheerful the student asks another question which must be about the imagined difficulty. e.g. "When did it start?" or "When were you doing well?"

The student is flunked for asking a question about the answer and so going off onto an­other track and for talking too much. The idea is to get the student to ask, listen and acknowl­edge, and to get a reality that really listening will handle the difficulty or help discover the source of the disagreement.

The student is flunked for asking a question about the answer and so going off onto an­other track and for talking too much. The idea is to get the student to ask, listen and acknowl­edge, and to get a reality that really listening will handle the difficulty or help discover the source of the disagreement.

The student is also flunked for talking about himself, giving data, expressing an opinion, stopping the coach from talking, for uncertainty, for not listening or for poor acknowledgments.

The student is also flunked for talking about himself, giving data, expressing an opinion, stopping the coach from talking, for uncertainty, for not listening or for poor acknowledgments.

The coach manifests various phenomena of upset or those concerned with study, i.e. frowning, getting sleepy, staring into space, wanting to leave the class, etc.

The coach manifests various phenomena of upset or those concerned with study, i.e. frowning, getting sleepy, staring into space, wanting to leave the class, etc.

If the difficulty being handled is one as per listening drill the cycle is handled as per that drill.

If the difficulty being handled is one as per listening drill the cycle is handled as per that drill.

If the difficulty is found to be a misunderstood word or term, the HC student refers the coach to the exact materials which will handle the misunderstanding and ensures this is clarified and that the coach is very cheerful and happy about it all before this cycle is complete.

If the difficulty is found to be a misunderstood word or term, the HC student refers the coach to the exact materials which will handle the misunderstanding and ensures this is clarified and that the coach is very cheerful and happy about it all before this cycle is complete.

These cycles should be repeated over and over and the drill is passed when the student can use two way comm in training.

These cycles should be repeated over and over and the drill is passed when the student can use two way comm in training.

History: Developed by L. Ron Hubbard in 1970 and revised for use in Hubbard consult­ant training.

History: Developed by L. Ron Hubbard in 1970 and revised for use in Hubbard consult­ant training.